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Carolan, J. & Guinn, A. (2007). Differentiation: Lessons from Master Teachers. Educational Leadership, 64(5), pp. 44-47.

Godinho, S. (2013).  Pedagogy: the agency that connects teaching with learning. In Churchill et al. Teaching: Making a Difference (2nd Edn.), pp. 250-289. John Wiley & Sons Australia.

NESA. (2012). NSW Syllabus for the Australian Curriculum: History K-10 Syllabus. NSW Government.

NSW Government (2020, November 17). Differentiation Adjustment Tool. NSW Government - High Potential and Gifted Education. https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/supporting-educators/implement/differentiation-adjustment-strategies

Taylor, N. & Chacksfield, J. (2005). ICT for Young People with Special Needs, Taylor & Franic Group.

Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD Books and Publications.

Valiandes, S. & Tarman, B. (2011). Differentiated Teaching and Constructive Learning Approach By The Implementation Of ICT In Mixed Ability Classrooms. Ahi Evran University Journal of Education Facility, 12(1), pp. 169-184.

Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The Effects of Scaffolding Techniques on Students' Writing Achievement. Journal of Humanities Education, 3(3), pp. 227-233.

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Giving students the option to complete this task individually or independently allows students to work to their own strengths or get help from their peers in developing skills and ideas (Godinho, 2013). For gifted students, this activity could be made more challenging to extend their abilities by adding the requirement for more source analysis to then be applied in the form of a written argument and evaluation of the power or limitiations of visual sources in studying history (NSW Government, 2020). Additionally, for students who may need the extra assistance, the OPVL activity could be scaffolded, with explicit instruction such as through the use of the image below to help guide their analysis and questioning of the sources (Vonna et al., 2015).

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Teacher can review discussion and debrief of the OPVL to assess how well students can evaluate historical sources

Assessing how students are fulfilling the syllabus outcomes in terms of their understanding of historical sources and selecting information in communicating about the past.

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In using this resource in a classroom setting, I would have students access it for an activity in source analysis. I would have students individually, or in pairs, choose three different images/sources from the Rome collection to analyse. They would have to profile each source by using an OPVL scaffold finding the origins, purpose, value and limitation of each source. Students would have to identify how they might use this source to inform their learning about Ancient Rome what information it reveals for us. I would call on several students to share one each at the end of the lesson so we can explore and debrief the themes and limitations of the database together.

Image below shows the Wikipedia description of Rome that google chose to introduce the Rome collection.

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The resource has extensive information, stories, images and collections that can be easily accessed by students for their education. There is an endless number of topics that the database has collected which could be applicable to many learning areas. It is laid out in a way that can be easily explored by technology-inclined students who can use it to find information to support specific learning. However, as it is an automatically accumulated database; it is not curated to filter irrelevant images and can often be overrun by items that are not useful to the collection as can be seen in the images below. This is also because it is not specifically a collection items regarding Ancient Rome, but just the city in general. As there is such a large collection of items, some students might find it overwhelming and, therefore, unhelpful to their learning. The timeline is also not accurate as any information that google has automatically uploaded depends upon the date given by the uploader, making it a non-credible source. Not all the items or stories included are academic or appropriate in nature and so teachers would have to take into consideration its integration in the classroom.

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Skills - Analysis and use of sources: identifying the origin and purpose of primary and secondary sources - locating and using sources (NESA, 2012).
Concepts - Significance: the importance of an event, development, group or individual - Contestability: how historians might dispute interpretations of a historical source or issue (NESA, 2012).
Outcomes - HT4-6 & HT4-10

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Useful for a Stage 4 History class studying the Ancient World - The Mediterranean World specifically looking at Rome (NESA, 2012).

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Google Arts & Culture is an online database which puts the extensive compilation of Google into categories, exhibits, games, locations etc. to be easily explored. The particular page used is a collection of images and stories of Rome.

Students can access the database themselves through their personal devices.

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https://artsandculture.google.com

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Reviewing how students are responding to and completing the task. Teacher can review all tasks and give feedback or just choose some to demonstrate in class to give generalised feedback to the group.

The teacher can review how well students are progressing with their historical understanding and, in turn, can review progress towards outcomes. By taking on the perspective of a solider students demonstrate their understanding of the past and by basing this on sources can demonstrate their ability to analyse historical resources.

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This learning task is differentiated for broader applicability by giving students a creative prompt which provides students access to a broader way of expressing their knowledge (Tomlinson, 2017). Students can choose their avenue for completing the prompt and this can be broadened even further by differentiating the product in terms of presentation, like having students write a poem or act out their creative piece.
hands-on learning. Additionally, this experiential process and semi-hands-on approach to learning is a way to engage the attention of a broad variety of learners and is especially applicable to those who best learn visually and through exploration (Tomlinson, 2017).

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When using this in the classroom, I would get students to independently explore the three visuals and take notes on their observations such as general descriptions, items, conditions, associated feelings etc. Then as a class we could go through a few primary sources which describes trench life during WWI. I would then get students to undertake a reflective activity which requires them to do a creative writing piece from the perspective of a soldier seeing these trenches for the first time incorporating aspects from both the primary sources and this virtual experience.

Image shows another of the scene options of a soldier sleeping in a bunk surrounded by personal belongings.

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This resource would be really useful as a classroom tool to give students a contextual understanding of the lives of soldiers in WWI. Such a tool can help develop students perspective and empathetic understanding to gain a personal and meaningful connection to the past. The recreation of the scene is very detailed and good quality meaning students can explore many aspects of daily life, uncovering new details and undergoing a first-hand exploration of the site to get them involved in an engaging, authentic learning experience.

The website has a limited amount of information, with only three stationary 360 degrees views of the scene. There is no written information and does not provide any contextual information and so will need to be carefully integrated with other sources of information. It is not entirely accessible for all students as it is only a visual source.

Image below shows a preview of the three scenes and the navigation options including an option for VR.

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Skills - Empathetic Understanding: Interpreting history within the context of the past and its people (NESA, 2012).
Concepts - Empathetic Understanding: understanding another's point of view and way of life (NESA, 2012).
Outcomes - HT5-7 & HT5-4

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A mixed ability Stage 5 history students doing the core study Australians at War (World Wars I and II) (NESA, 2012).

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This digital tour includes three 360 degree viewer experiences of a recreated WWI Trench to give students an insight into the living conditions of frontline soldiers.

It is a web-based resource which can be used with personal devices or even with a virtual reality device.

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https://www.pan3sixty.co.uk/portfolio/trench-virtual-tour/

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Reviewing paragraphs to monitor understanding of the subjective, grasp over historical knowledge and concepts & development of literacy capabilities.

This writing task would allow students to demonstrate the syllabus outcomes specified above by being able to explain and assess historical implications and the impact on the modern world as well as analysing cause and effect (NESA, 2012).

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To differentiate this activity I would make adjustments to the learning process by providing writing scaffolds/outlines (e.g. a PEEL worksheet) to students who may need extra support for their literacy development. This scaffolding process simplifies the task making it manageable for learners to achieve outcomes by giving students the supports they need to succeed (Tomlinson, 2017). It also provides explicit guidelines and instructions to keep learners on task working towards the learning goal (Vonna et al., 2015). The resource itself allows for differentiation with its accessibility including the ease of navigation as well as its combination of audio-visual components to assist students with disabilities both learning and physical. Learning activities using this task can be altered to best suit the needs of these learners for example, using ICT to complete activities as a flexible method to reach goals (Carolan & Guinn, 2007).

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This resource can be used to give students a choice over the content they learn providing a motivator in engagement. Giving students a voice in the topics they learn provides a level of differentiation to ensure students of all abilities and interests are engaged and motivated in their learning (Tomlinson, 2017). Students feel personally connected and independent when given this choice; it plays to their strengths, building confidence in their abilities (Tomlinson, 2017). The resource has an extensive collection of worldwide histories; students can choose the most appropriate parts to best suit their interests and to extend their knowledge.

The process by which this content is delivered can also be altered to best suit the diverse learning needs of the class. Students could explore this resource together to integrate their multiple perspectives in developing knowledge collaboratively. One method would be to utilise this resource through a collaborative exercise that allows students to support each other's learning or for students who prefer independent learning to be given the choice to undertake the activity alone (Godinho, 2013).

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A general use of ICT in classrooms is an effective way for teachers to supplement the teaching process and accomodate a wide array of learners (Valiande & Tarman, 2011). This resource is no exception to the rule as it allows the digital exploration of ancient sites, combining ICT capabilities with hands-on, visual learning. The varying levels and depth of information on this website, from visual to written resources, means a teacher can adjust the nature of the tasks and their complexities to best suit the needs of all learners (Taylor & Chacksfield, 2005). For gifted learners, the task could be broadened by promoting deeper analysis of the source by asking how this could help our understanding of the past or to apply higher order thinking skills by getting them to create their own tomb based on and integrating the information from the website including labels and explanations of key features (NSW Government, 2020).

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When using this in the classroom, I would play it on the board to have the class experience the resource together and particularly play the key moments so it is not too lengthy. I would need to provide students with extra information to provide historical context, for example, the article linked below from the Smithsonian website would be given to students prior to starting the digital experience.

I would then get students to do independent research on the moon landing especially on the implications for modern society and technology. The task would then be for students to write a paragraph which makes an argument about the importance of the moon landing for future technological advancements or society in general. What implications did this event have for the future?

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Apollo program | National Air and Space Museum

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Many are familiar with Apollo 11, the mission that landed humans on the Moon for the first time, but there were 14 missions total during the Apollo Program (1961-1972).

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This website is an incredibly accessible digital experience to engage students in meaningful learning. It is a self-explanatory layout which offers assistance for its navigation (question mark symbols), with well laid out modules and a timeline with highlighted key moments of the landing. Therefore, it would be a good resource for the classroom for its ease of use and ability to involve learners in engaging content with a virtual experience.

However, the website itself is only a virtual experience and does not have in-depth or text-based information and so will have to be used in conjunction with other teaching methods and sources of information in order to be an informative learning experience.
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mage below shows the Lunar Module which changes to reflect the actual angle of the module throughout the experience. The top right number shows Neil Armstrongs heart rate.

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Skills - Comprehension: sequence historical events to demonstrate the relationship between different periods (NESA, 2012).
Concepts - Significance: importance of advancements and events on later periods & Contestability: exploring disputes and interpretations of events (NESA, 2012).
Outcomes - HT5-1 & HT5-4

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Mixed ability Stage 5 History class - could be used as a brief exploration into Americanisation and global events and their impact on Australian Society in Topic 5a: Popular Culture, as a decade study of the 1960s or as a case study in Developments in 20th Century Technology (NESA, 2012).

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This resource is an interactive online feature which allows students to experience the Moon Landing including spaceflight footage, the audio communication between astronauts and mission control and text transcripts of these exchanges.

The resource is a free, digital website easily accessible from personal or school devices.

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https://www.firstmenonthemoon.com/?fbclid=IwAR0W1oRcoH2mzm5zNEIzLc1TL_CbHG1DPJ30SQ9xdSpukNgvC25EpgCzCzE

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Monitoring student progress throughout the activity, ensuring it is not too difficult for students.

Collect the archaeological profiles for marking and to gauge any concepts that students may need to/want to explore in more depth next lesson.

The activities using this resource would allow students to demonstrate a fulfilment of syllabus outcomes by describing and discussing archaeological contributions (HT4-1) and being able to demonstrate historical concepts and the use of key terms (HT4-9) (NESA, 2012).

Image shows the site directory and the options for its exploration.

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In utilising this resource in the classroom, I would require students to complete an archaeological profile of the tomb of their choosing. Students, using personal devices or in a computer lab if need be, complete this activity independently or with a partner. The profile requires them to use the website to research a tomb, write about it's discovery, write a bio of the individual/s buried there, what items archaeologists found, describe the design and main features and any other important information they can find throughout the website. I would either get students to complete this work digitally so they can include images, plans etc. or if it would work better for the types of learners in that class I would make a blank worksheet for them to fill in with these details and have them sketch the layout of the tomb. The website itself models something very similarly as it features an in-depth study of KV-5, tomb of Rameses II, we could go through this as a class as an example of the expectations for the activity. The website also features a timeline of Ancient Egyptian history and I think I could use that to make another activity, for example, have students fill in a blank timeline with the major time periods and events of Egyptian History.

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The website has a wealth of archival material which explores The Valley of the Kings in incredible depth and would be an incredibly useful resource for teaching about Egyptian Burials. The interactive nature of the map and tomb models make for an intriguing exploration which can deeply engage students in learning. The visual nature of the resource appeals to a variety of learners who may find more appeal to images and interactive components over lengthy readings, however, the collection of articles can also be appealing to readers. As the website is an extensive collection of information, it may be overwhelming for Stage 4 learners. Additionally, the website may take some time to explain to students to get the optimum use out of it.

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Skills - Research: identify and locate a range of sources using ICT and other methods (NESA, 2012).
Concepts - Significance: Understanding the importance of a group or individual (NESA, 2012).
Outcomes - HT4-1 & HT4-9

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This resource specifically applies to the Stage 4 Syllabus in the content area of The Ancient World, specifically Depth Study 2 - The Mediterranean World (NESA, 2012). The website could be incredibly useful to educate students on how archaeologists uncover the past and undergo excavations. It can also inform us about the death and funerary customs of Ancient Egyptian Society.

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The Theban Mapping Project is an online database developed by the American Research Centre in Egypt featuring interactive maps, drawings and models of every tomb discovered from the Valley of the Kings. It also serves as an archive of photographs, drawings and research of the archaeological discoveries in the Valley. Students select a tomb from the map or the name of the individual associated with it from a list and can learn the layout, features and details about each tomb.

The project is all available on a public website that can be easily accessed from student person devices in the classroom or from school computers.

Image depicts the interactive map and part of the list of Pharaoh names. Students can click on any name or tomb on the map to be taken to more info.

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https://thebanmappingproject.com

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Teacher is able to gauge how well students are understanding both the concepts of historical study and how they are progressing with the syllabus content through open discussions with students and through observation of group work

Teacher can evaluate how well students engaged with the content and resource when they report their findings back to the class.

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In utilising this resource in a classroom setting, one method I would use is to put students into small groups to explore the themes and events highlighted on the map and accompanying timeline. The resource has a video attached which I would use as an introduction to the lesson (linked below) to set the context for the resource. I would then split the class into roughly 10 groups and have them deeply explore one of the themes that divides the timeline around the period of the Industrial Revolution (two groups per theme). The goal of the lesson would be to identify the major events which impacted the growing world around this time and to explain their importance to industrial development and upon population growth. I would provide students with a list of questions to answer regarding developments, dates etc. and then they would have to further explore their theme with the information on the website before reporting back to the class on their answers, findings, observations etc.

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Watch human population grow from 1 CE to present and see projected growth in under six minutes. One dot = 1 million people.

© Population Connection, 2015.

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The website would be an incredibly useful resource in teaching several areas of History as it has a wealth of information on 2000 years of human history. Students may find such a resource intriguing as it encompasses many themes and events addressing the personal interests of students. Ultimately, this could increase engagement across the classroom and get more students involved in learning. However, the website could pose issues with an overload of information confusing or confronting students. Furthermore, it may take some time and effort students to be able to use the website efficiently and effectively. If students find it too difficult, it may disengage them.

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Skills - Comprehension: sequencing historical events & Analysis and use of sources: to inform upon arguments about the past (NESA, 2012).
Concepts - Continuity and Change: exploring developments and change over time, Cause and Effect: how developments had impact upon history, and Significance: exploring how impactful these developments were to the story of the past (NESA, 2012).
Outcomes - HT5-1 & HT5-4 (NESA, 2012).

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Stage 5 Syllabus - Depth Study 5, The Globalising World, to explore causes for Migration Experiences or The Environment Movement (NESA, 2012).

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This online resource is an interactive timeline and map that details the fluctuations in human population throughout history through the themes of fertility, carbon emissions and life expectancy as well as identifying milestones in food, technology, society, health and the environment. Students can easily access this resource through their personal devices or school-based computers as it a free, web-based site.

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An Interactive Experience - World Population History

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An Interactive Experience - World Population History

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https://worldpopulationhistory.org/map/2021/mercator/1/0/25/